New subtests are described along with tips for accurate administration and scoring. Full Scale IQ is identified as important for predicting relevant behaviors, and primary index scores for characterizing the child’s strengths and weaknesses. Classroom indicators of low scores on each of these abilities are identified, with suggested interventions, accommodations, and instructional strategies for low scorers. Coverage includes ethnic differences for the Full Scale IQ and each primary index score, along with evidence of the profound influence of parental attitudes and expectations. Several other societal and contextual factors relevant to understanding racial/ethnic differences are presented. Two chapters review use of the WISC-V for identifying learning disabilities, testing of individuals with dyslexia, and best-practice recommendations to ensure accurate diagnosis and intervention. Concluding chapters describe advances in the Q-interactive system platform allowing administration of the WISC-V on iPads and other tablets and how clinicians can tailor assessment using select WISC-V subtests and features.Authored by the creators of the WISC-VDescribes the new subtests, revised test structure, and test extensionsAdvises clinicians on test selection and custom tailoring of assessment measuresProvides best practice recommendations for accurate administration and scoringAddresses electronic administration via tablets and comparison to print scoresReviews social/contextual factors for understanding racial/ethnic differencesTranslates scores to predict behaviors and identify child strengths and weaknessesSuggests interventions, accommodations, and instructional strategies for low scorers
Divided into two sections, Section I discusses general advances in the assessment of children's intelligence, and how the WISC-IV differs from the WISC-III. Also discussed are the clinical considerations of this test, including the meaning of the FSIQ and four Index scores and how the WISC-IV relates to other assessment measures, including the WISC-IV Integrated. Section II discusses the use of WISC-IV with exceptional children, including those with learning disabilities, giftedness, mental retardation, hearing impairment, ADHD, neuropsychological injury, and/or cultural and ethnic differences.
* Written by leading experts
* Provides a comprehensive description of the WISC-IV from research to clinical practice
* Discusses WISC-IV use with exceptional children including LD, AD/HD, Gifted, Mental Retardation, Language Disabilities, Hearing Impaired, Head/Brain Injury, and Cultural and Ethnically Different Children
* Outlines integrated models of assessment of assessment that include the WISC-IV
* Provides case studies illustrating WISC-IV clinical use
* Contains additional validity data on WISC-IV not available elsewhere
* Practical and directly relevant to practitioners who use the WISC-IV
Overall, the material in the book is 65% changed, new, and updated. These changes make the second edition better able to meet a clinician's needs in using and interpreting this test.Inclusion of case studies illustrating the clinical applications of the WISC-IV in assessment and program planningIntervention recommendations following from assessment to diagnosisIntroductory chapter illustrating the relationships between the WISC-IV index scores and intervention planning New chapters on Learning Disabilities, emotionally disturbed children, systematic illness, and Autism Spectrum DisordersSpecialized chapters on neuropsychological applications, executive functioning, and cultural issuesAdditional information to aid test interpretation including extended norms for gifted children and the Cognitive Proficiency IndexAll chapters revised to reflect data obtained from the test in clinical use
In the first chapter, the reader is presented with a comprehensive array of societal and home environment factors for which there is empirical evidence indicating their impact on the development of children’s cognitive abilities, and ultimately their scores on intelligence tests. Subsequent chapters address issues related to the assessment of cognitive abilities that compose 'g', with special emphasis on the clinical correlates of working memory and processing speed from both neuropsychological and cognitive information processing perspectives. Each new chapter builds on material presented in previous chapters and progresses the reader purposefully through deeper levels of understanding of WISC-IV and cognitive assessment in general. Two chapters explicate the processing approach to interpretation that is the corner stone of the WISC-IV Integrated. A further chapter addresses the interpretation of WISC-IV findings within the context of other instruments as part of a full psychological evaluation. The final chapter provides an extensive case example of how to write psychological evaluation reports from a child-centered rather than a score-centered perspective that can have transforming impact on parents and teachers approach to the child. Overall, these four authors are the architects of a masterful new book on advanced WISC-IV interpretation from a clinical perspective, Together with the complimentary book, WISC-IV Clinical Assessment and Intervention, Second Edition these books provide the complete spectrum of information needed by all psychologists who use the WISC-IV in clinical practice.The Wechsler scale is the most widely used assessment of children's intelligenceAuthored by assessment experts including Harcourt Assessment staff with exclusive data on the WISC-IVDiscusses interpretation of 4 index scores of WISC-IVExamines the WISC-IV in relation to other frequently used psychological testsDescribes the importance of the WISC-IV integrated in clinical assessmentPredicts scholastic achievement based on WISC-IV subtest scoresDiscusses modification of score interpretation based on culture, SES, & other contextual factors
The book describes the WISC-III from scientist-practitioner perspectives. It provides methods to aid in understanding and interpreting the WISC-III results for various groups of exceptional children. The book also presents detailed descriptions of behavior and achievement as well as recommendations for test interpreting standards.
WISC-III Clinical Use and Interpretation has immediate and practical relevance to professionals who administer, interpret, or use the results of the WISC-III. The solid writing by leading experts makes the contents of this book an essential reference for WISC-III users.Leading experts discuss the clinical use of the WISC-IIIThorough coverage of the literature with many new findingsCovers wide range of exceptionalities from AD/HD to learning disabilitiesDirect relevance to practitioners, researchers, and trainers
The focus of information is to allow clinicians to reduce variance in the interpretations of scores, indicating how best to factor in socio-economic status of respondents, interpreting meaningful change in serial assessments, and scoring with alternate or omitted sub-tests. Also included in the book are chapters on accommodating clients with disabilities. The final chapter discusses frequently asked questions (with answers) on the use and interpretation of the tests, as well as practical issues to help make scoring time-efficient and accurate.Only guide to be based on data obtained in the standardization of the testsPractical examples given to help guide interpretation of scoresFocuses on information to make faster, more accurate scoring interpretations